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  • 301. Pramling Samuelsson, Ingrid
    et al.
    Asplund Carlsson, Maj
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Olsson, Bengt
    Pramling, Niklas
    Wallerstedt, Wallerstedt
    The Art of Teaching Children the Arts: Music, Dance and Poetry with Children Aged 2-8 Years Old2009In: International Journal of Early Years Education, ISSN 0966-9760, E-ISSN 1469-8463, Vol. 17, no 2, p. 119-135Article in journal (Refereed)
  • 302.
    Rangbratt, Per
    et al.
    University West, Department of Social and Behavioural Studies.
    Boman, Tommy
    University West, Department of Social and Behavioural Studies.
    Upplevelser av planerade rörelseaktiviteter i förskolan: en jämförelse mellan arbetslag i stad och landsbygd2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Barn tillbringar idag många timmar på förskolan då föräldrarna är på arbetet. Detta innebär att förskolan får ta på sig en större fostrande roll eftersom barnen möjligtvis inte får den rörelsestimulans de behöver i hemmet. Förskolan har en viktig uppgift i att tillgodose varje barns rörelsebehov samt att ge barnen tillfällen att själva få insikt i hur den egna livsstilen påverkar hälsan och välbefinnandet. Vi har under utbildningens gång i olika sammanhang hört och diskuterat om hur viktigt det är för barn att röra på sig. Vi har båda ett intresse kring rörelse och god hälsa, så därför kändes det som ett naturligt val av ämne.

    Syfte: Syftet med denna studie var att undersöka i vilken omfattning planerade rörelseaktiviteter bedrivs i förskolan och vad arbetslaget har för inställning till det. Vi valde att jämföra förskolor och deras arbetslag i stad kontra landsbygd för att se skillnader och likheter. Vi ville få en ökad insikt i hur arbetslagen arbetar med planerade rörelseaktiviteter.

    Metod: Vi valde att använda oss av enkäter med en kvantitativ del och en kvalitativ del för att få svar på våra frågeställningar. 40 arbetslag i två kommuner deltog i undersökningen. Anledningen till att vi valde enkäter var att få in svar från ett stort antal informanter. Det insamlade materialet analyserade vi med hjälp av databasprogrammet SPSS 16.0 (Statistical Package for the Social Sciences).

    Resultat: Studien visade att arbetslagen på landsbygden bedrev planerade rörelseaktiviteter i något större omfattning än arbetslagen i staden. En bidragande orsak till det var inomhusmiljön. Många arbetslag i staden ansåg att brist på ändamålsenliga lokaler var ett hinder för att bedriva planerade rörelseaktiviteter. Utomhusmiljön var majoriteten av arbetslagen nöjda med. Den övervägande delen av de medverkande arbetslagen ansåg att de hade tillräckligt med material/redskap att tillgå i verksamheten. Det var ingen skillnad i arbetslagens inställning till rörelsens betydelse mellan staden och landsbygden. Resultatet visade att de samtliga medverkande arbetslagen hade en stor medvetenhet om barns behov av rörelse och vilka effekter den har för utvecklingen. De arbetslag som bedrev planerade rörelseaktiviteter flera gånger i veckan upplevde också att barnen blev lugnare och mer koncentrerade.

  • 303.
    Ringsby Jansson, Bibbi
    et al.
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Olin, Elisabeth
    Göteborgs universitet, Institution för socialt arbete.
    Lärande som villkor för stöd till unga med funktionshinder2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen, Stefan, Lundh Snis, Ulrika, Nehls, Eddy, Lund: Studentlitteratur , 2010, 1., p. 63-82Chapter in book (Other academic)
  • 304.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gurdal, Sevtap
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Kategoriseringar om kultur och etnicitet2011In: Läraryrket : ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studenlitteratur , 2011, 1, p. 125-136Chapter in book (Other academic)
  • 305.
    Risenfors, Signild
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Religion och livstolkning bland barn och unga2018In: Barn- och ungdomsvetenskap. Grundläggande perspektiv. / [ed] Johansson, Thomas & Sorbring, Emma, Stockholm: Liber, 2018, 1, p. 421-434Chapter in book (Other academic)
  • 306.
    Rydell, Christina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Salutogen hälsa och arbetssättet Lean: En kvalitativ studie om chefer och medarbetares hälsoupplevelser av arbetssättet Lean2013Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Globala och nationella krav i "det nya arbetslivet", påverkar individen till att försöka upprätthålla en bred kompetens, flexibilitet i ett alltmer individualiserat samhälle. Den ökade ohälsan skapas av problem som otrygga arbetsförhållanden, en stressigare arbetsmiljö för både fast anställd och tillfällig arbetskraft. Personalens arbetsätt utkristalliseras på många olika sätt i verksamheterna, vilket får konsekvenser för det gemensamma arbetet och dess mål. Följden blir att var och en arbetar utifrån sin troliga teori och det vardagliga "praktiska" görandet tar över arbetet alltmer i verksamheten. Detta försvårar arbetet mot gemensamma mål, visionen om den teoretiska kunskapen har gått förlorad. Om sedan det egna arbetssättet sker utan tid för någon djupreflektion, eftertanke och förankring tillbaka till vad den teoretiska visionen och praktiska kunskapen utgörs av, blir kvalitén där utefter på det vi gör. Den mjuka människan försöker finna kortvariga lösningar för stunden och samtidigt mobilisera kraft, men den strategin blir ohållbar, både för individens hälsa och för allas gemensamma arbetsmiljö. Vi behöver en god arbetsmiljö där personal känner trygghet och förutsägbarhet inför arbetet där allas hälsa och välmående främjas. Dessutom ett hållbart arbetsliv där vi skapar en grogrund att kunna växa som person. Vilket/Vilka arbetssätt skulle kunna förverkliga detta, är Lean en tänkbar strategi?Syfte: Uppsatsens huvudsyfte är att undersöka chefers och medarbetares upplevelser av Lean som arbetssätt i relation till hälsa. Delsyftet är vilka faktorer som avgör om ett företag ska lyckas med sin tillämpning av Lean.Metod: Intervjuer med semistrukturerade frågor med anställda, chefer och medarbetare i företag och offentlig verksamhet och analyseras genom kvalitativ innehållsanalys (n=7).Resultat: Informanterna uttrycker att det känns som att företagen satsar på deras hälsa, de ses som viktigaste resurs och betydelse att skapa de bästa förutsättningarna för dem. Företagen ser värdet att ha involverad och engagerad personal och utan deras medverkan når man inga framsteg. Det är klart och tydligt att personalens hälsa främjas sett ur ett salutogent synsätt på hälsa genom att tillämpa Lean som arbetssätt. De känner att företaget har tilltro, litar på sina anställda och ger befogenheter som känns motiverande, meningsfulla och värt att engagera sig2i . Detta är helt i överensstämmelse med hälsopromotionens grunder och ur ett hälsofrämjande arbete (Ottawa Charter, 1986). Lean skapar påtagliga och synbara "mjuka" hälsofrämjande effekter i hela företaget på alla systemnivåer, individ-, grupp- och organisationsnivå också ut mot kund och brukare. Individen får och ges möjlighet att blomstra och växa i sin roll, att utvecklas med ett ständigt lärande och en stärkt självkänsla av att tillämpa Lean. Dessa effekter kan nås när företaget och ledningen är väl förankrade, har kunskap om filosofin och arbetssättet Lean. Det tar sin tid, en startsträcka vid tillämpning av Lean och lärandet om Lean, det är inget enkelt fixande genom kortvariga konsultuppdrag. Stöd och hjälp behövs på vägen till en lyckad implementering av arbetssättet Lean. För att nå de hälsofrämjande effekterna väljer man att implementera hela Leankonceptet och inte delar, det ger inte mer än kortvariga effekter. När företag och organisationer väljer att investera och satsa på arbetssättet Lean vinner de många positiva hälso- och arbetsmiljöeffekter. Genom sitt ständiga förbättringsarbete, värdeskapande tid och framgångar för alla anställda, brukare och kund så ökar trivseln och möjligheten att må bra.

  • 307.
    Rystedt, Hans
    University West, Department of Nursing, Health and Culture, Division of Nursing.
    Simulering: att återskapa vårdpraktik som lärandemiljöer2009In: Individ, teknik och lärande / [ed] Linderoth, Jonas, Stockholm: Carlsson , 2009, p. 44-66Chapter in book (Other academic)
  • 308.
    Rystedt, Hans
    et al.
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Gustafsson, Jan
    University West, Department of Nursing, Health and Culture, Division of Advanced Nursing.
    Arbetsintegrerat lärande i praktiken: integration av teori och praktik i en verksamhetsförlagd sjuksköterskeutbildning2007Report (Other academic)
    Abstract [sv]

    Föreliggande rapport är en utvärdering av en treårig sjuksköterskeutbildning där såväl de teoretiska som praktiska delarna av utbildningen är förlagda till olika institutioner inom hälso- och sjukvården. Syftet med projektet var dels att utveckla en utbildning som bättre svarar mot de nya krav som ställs på vårdpersonal i en föränderlig vårdverksamhet, dels att tillägna sig kunskap om de lärprocesser studenter genomgår under sin utildning och hur dessa svarar mot kraven på en professionell yrkesroll. Utvärderingens grundläggande utgångspunkt är att undervisningsprocessen är av stor betydelse för både projektets måluppfyllelse och utbildningens resultat och där vi vill skapa en fördjupad förståelse för relationen mellan utbildningens mål, undervisningsprocessen och dess utfall. För att förstå hur den verksamhetsförlagda sjuksköterskeutbildnings undervisning fungerar har vi studerat utbildningen från insidan. Ett sådant förhållningssätt ökar möjligheterna att upptäcka organisationens policy i termer av vilka som formar policyn samt hur policyn skapar olika möjligheter för olika aktörers utvecklingsprocesser i förhållande till projektets intentioner. Metodmässigt har vi arbetet med observationer och videofilmning av ett antal utvalda moment i utbildningen, samt fokusgruppintervjuer med studenter och lärare/handledare. På ett övergripande plan visar utvärderingen att studenterna är positiva till den verksamhetsförlagda utbildningen. Studenterna vill inte byta utbildningsmiljö utan ser många fördelar med att läsa integrerat och att varva teori och praktik under hela utbildningsperioden. Även lärarna på utbildningen ser pedagogiska och professionsmässiga fördelar med att genomföra en verksamhetsförlagd sjuksköterskeutbildning. Samtidigt visar utvärderingen att det inte är utbildningsplanen, studiehandledningen eller litteraturen som anger vad som är viktig kunskap. Inte heller undervisningen eller läraren har någon framträdande position i studenternas syn på vad som formar utbildningens kunskapskrav. Istället är det praktiken och tentamina som anger vad som räknas som viktig kunskap inom utbildningen. Ett tydligt exempel på detta fenomen var utbildningens skriftliga tentamensformer som fick en starkt strukturerande effekt och som därmed kraftfullt påverkade studenterna studiestrategier. Som en effekt av skriftliga tentamensformer utvecklade studenterna en ytinriktad studiestrategi och fokuserade på fakta till förmån för en mer djupinriktad och förståelse inriktad strategi. Under sin praktik ser studenterna sina handledare som förebilder och som genom sitt handlande anger vad en sjuksköterska måste kunna i din profession. Praktiken framstår som en norm för vilken kunskap som studenten måste tillägna sig. Den verksamhetsförlagda sjuksköterskeutbildningens organisation syftar till att studenterna skall få en möjlighet att röra sig mellan olika sociala praktiker vilket kan beskrivas som deltagarbanor i syfte att öppna upp för nya perspektiv för kunskapsutveckling och lärande. Utvärderingen visar samtidigt på svårigheter för studenterna när det gäller att utveckla ett fullvärdigt deltagande i några av dessa sociala praktiker vilket påverkar studenterna möjlighet till ett optimalt lärande på ett negativt sätt. Utbildningen försöker att skapa och konstruera ett nytt lärande och problemlösande subjekt. Detta subjekt kan beskrivas som ett PBL-subjekt och har sin grund i den problembaserade pedagogiska ideologin. Studenterna har dock svårt att identifiera sig med detta nya subjekt då de istället refererar till ett mer traditionellt subjekt. Denna situation skapar en ontologisk otrygghet vilket studenterna försöker att lösa genom att söka efter en traditionell student och lärarrelation. De eftersöker tydlighet och förutsägbarhet och en lärare med specifika kunskaper om det aktuella innehållet som de kan vända sig till för att få hjälp eller svar. Lärarna upplever i sin tur att de inte har lyckats med att implementera och förmedla utbildningens kunskapssyn. Utvärderingen visar entydigt att projektet uppnått en social och organisatorisk integration där teoretiska och praktiska moment varvas på ett sätt som i huvudsak uppfattas positivt av studenterna. Däremot finns inga entydiga indikationer på att det sker en integration på en innehållslig nivå i linje med projektets intentioner, dvs att relationen mellan teori och praktik artikuleras på ett sådant sätt att en ny relation konstrueras. Detta svarar mot den re-kontexualiseringsprocess som återfinns inom utbildning vilket medför att utbildningens struktur och innehåll i stor utsträckning anpassas till de lokala institutionella förutsättningarna. Utvärdering visar på en rad kritiska aspekter som är centrala för att AIL som utbildningskoncept ska kunna utvecklas och bidra till en mer genomgripande integration av teori och praktik. I resultatet visas hur det är möjligt att uppnå en integration på organisatorisk nivå, medan att det för att nå en integration på innehållslig nivå krävs mer genomgripande strategier för att hantera spänningar och motsättningar mellan en ämnesbaserad och en tematisk struktur. En bredd av olika lärarkompetenser framhålls som viktig för att uppnå detta, liksom en tydligare koppling mellan olika arbetsformer i utbildningen. Tidigare studier av problembaserade undervisningsupplägg har i stor utsträckning betonat autonomi och självstyrt lärande utifrån ett individualkonstruktivistiskt perspektiv. För att i högre grad beakta innehållsliga aspekter inom det arbetsintegrerade lärandet föreslås ett perspektiv i utveckling och forskning som i större utsträckning fokuserar på interaktion och kommunikation mellan lärare och studenter.

  • 309.
    Samuelsson, Marcus
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Eva M.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Strategiskt och operativt arbete med validering av reell kompetens: Ett följeforskningsprojekt vid Högskolan Väst2018Report (Other academic)
    Abstract [en]

    This report is a description, among other possible descriptions, of the work done on accreditation and recognition of qualifications at University West. The project was carried out during the autumn and spring terms of 2016 and 2017 respectively. The work on which this report is based was in the form of an on-going evaluation. This study, in turn, was carried out as the result of a government mandate issued by the Swedish Council for Higher Education. It aimed to improve the way work relating to the assessment of practical expertise is done at institutions of higher learning. The aim of the study was formulated as a description that offered an interpretation of the strategic and operational work on accreditation and recognition of qualifications carried out at University West. Two theoretical frames of reference – discourse analysis and chain of command theory – were used to interpret the empirical evidence that was collected. This was done by participating in workshops that were run during the spring of 2017, analysing information that was available via www.hv.se and www.hv.se/en the analysis of notes taken during meetings, and an interview with a focus group. The results show how UW worked with the issue at the strategic and operational levels. The report underscores the possibilities and limitations of the current webpage, which appears to be both time-consuming and opaque. This is worrisome in today's world where more and more people seek information via the Web. Similarly, it is made clear that a limited amount of information reaches all university employees and what the consequences of this lack of transparency can be. Moreover, the results show that work on validation is done in different ways and is not shared with other departments of the university. The report closes with a discussion of the results from three perspectives: that of the individual, of the group, and of the organisation. The possibilities and limitations for working with accreditation and recognition of qualifications are problematized.

  • 310.
    Sandström, Margareta
    et al.
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Nilsson, Lena A.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences. Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Inkluderande matematikundervisning2014In: Inkludering: möjligheter och utmaningar / [ed] Margareta Sandström, Lena Nilsson, Jonas Stier, Lund: Studentlitteratur AB, 2014, 1. uppl., p. 125-143Chapter in book (Other academic)
    Abstract [sv]

    Kapitlet har elevers i årskurs 5 upplevelse av matematik och olika sorters matematikuppgifter i fokus. Upplevelserna skiljer sig åt mellan flerspråkiga elever och elever med eller utan matematiksvårigheter. Elever erfar matematisk, kreativ, språklig och social stimulans av olika slags matematikuppgifter.

  • 311.
    Sandström, Margareta
    et al.
    Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.
    Nilsson, Lena A.University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences. University West, Department of Health Sciences, Section for health promotion and care sciences. Institutionen för pedagogik, didaktik och utbildningsstudier, Uppsala universitet.Stier, JonasMälardalens högskola.
    Inkludering: möjligheter och utmaningar2014Collection (editor) (Other academic)
  • 312.
    Sapunxhiu, Tringa
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Johansson, Johanna
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    ”I våra ögon är den fria tiden också planerad men även den planerade verksamheten är fri att delta i”: En kvalitativ studie om fritidslärares syn på en planerad verksamhet och barns fria tid2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bakgrund: Bakgrunden till vår studie är att vi har under vår utbildning fått erfara att planeringen av aktiviteter har prioriterats på olika sätt i fritidshemmets verksamhet. Vi har upplevt att planeringen av verksamhetens innehåll ofta har blivit lidande och att lärarna i många fall har prioriterat den fria leken över den planerade. Syfte: Syftet med vår studie är att undersöka vad lärare i fritidshem har för syn på en planerad verksamhet. Vi vill också undersöka hur fritidslärare uppfattar sin yrkesroll i förhållande till läroplanens skrivningar. Metod: Vi har valt att inta ett lärarperspektiv och har därför genomfört intervjuer för att undersöka fritidslärares syn på sin yrkesroll gällande den planerade verksamheten. Vi har intervjuat åtta lärare från fritidshemmet och har därefter sammanställt datainsamlingen i vårt resultat. Resultat: Resultatet har visat att samtliga lärare i vår intervjustudie är för att planera och genomföra aktiviteter, dock har de olika förutsättningar för det. Vi har också kommit fram till att den fria leken dominerar i respektive fritidshem men att de flesta av fritidslärarna vill arbeta mer med lärarledda aktiviteter. De tycker också att det är väldigt viktigt att planera sin verksamhet utifrån läroplansmålen för att stärka fritidshemmet och tydliggöra sitt uppdrag.

  • 313.
    Seitl, Camilla
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    Informellt lärande i en formell organisation: Om meningsskapande, kunskapsdomäner och kompetens i arbete med kommunala mål2018Doctoral thesis, monograph (Other academic)
    Abstract [sv]

    Denna avhandling handlar om hur välfärdsaktörer (tjänstemän och politiker) i en kommunal organisation utformar mål för sin verksamhet. Aktörerna har ett samhällsansvar som innebär att de måste agera för att gå nya behov tillmötes. För att alla ska arbeta i samma riktning behöver tydliga mål utarbetas .Att utforma och konkretisera mål för en organisation med många anställda kan vara en utmaning då det kräver både generell och specifik kunskap ochen organisationskultur som möjliggör utveckling. Det som studerats är lärandets villkor i målformuleringsarbete och hur tjänstemän och politiker tolkar och kommunicerar betydelsen av begrepp i samband med utarbetandet av tydliga målformuleringar. Underlaget utgörs av videodokumenterade observationer av aktörernas diskussioner vid planerade möten. Analysarbetet har genomförts stegvis med fördjupning i hur aktörerna gör för att skapa gemensam mening kring innebörden av målformuleringarna som ska finnas med i de slutliga måldokumenten samt hur kunskap och kompetens kommer till uttryck i detta arbete. Resultatet visar att variationen av yrkesroller och arbetsuppgifter i kombination med olika samhällskrav ger prägel åt den kunskap som används i målformuleringsarbetet. Till exempel utgör den domänspecifika kunskapen (den kunskap som finns inom praktiken och dess sociala sammanhang) och de relationer som aktörerna har till varandra några av villkoren för arbetarmed målen. Villkoren visar sig ha effekter för den kunskap som sedan tolkas,men också för kommunikationen runt målformuleringarna. Exempelvis får vissa aktörer, här benämnda agenter, tolkningsrätt. Ett annat exempel är att kunskapsmässig obalans mellan aktörerna kan leda till längre diskussioner eftersom kommunikationen måste anpassas för att alla ska förstå. Detta blir särskilt synligt i de sammanhang då politiker och tjänstemän diskuterar. Vidare visar resultatet tre inriktningar av kompetens begrepps-, resurs-, och relationsorienterad kompetens som, beroende på vad sammanhanget kräver, framträtt i målformuleringsarbetet. Kompetenserna ger, i olika grad, ett utrymme för agerande. Till exempel upprätthålls de kulturella ramarna (organisationens kunskap och språk) med hjälp av resurs- och begreppsorienterad kompetens medan de utmanas med hjälp av den relationsorienterade kompetensen. Ytterligare en fjärde kompetensinriktning har visat sig ha funktionen att koordinera de övriga kompetensinriktningarna. Koordination av kompetens är kopplat till agentrollen. Kompetenserna är endel av de komponenter som tillsammans med kunskapsstöd (dvs. den kunskap som används som resurs för argument i diskussionen kring olika målområden), kunskapsdomäner och relationer formar kommunikationen mellan aktörerna och villkorar meningsskapandet - ett meningsskapande som antas leda till lärande i målformuleringsarbete.

  • 314.
    Sieb, Andreas
    et al.
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Flodin, Christian
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    "Man vaknar upp och det är lite alarmklockor som ringer": En studie om deltagande i en friskvårdssatsning utifrån ett förändringsperspektiv2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Historically health efforts mainly have been focusing on prevention and to rehabilitate already injured and/or sick people. This vision of health and health work has recently changed towards now having a stronger belief in the importance of health promotion actions. We both think that change management is very interesting and therefore wanted to investigate whether health profile assessment is an appropriate method for preventive health care in the organizational environment.

    Purpose: The purpose of the study is to investigate the participants experiences during a healthcare project with health profile assessment as method and if it can motivate to a healthy lifestyle.

    Method: This has been investigated with the help of a qualitatively oriented study on a corporation with a total of ten employees. Empirical data have been gathered through semi-structured interviews and been analyzed with inspiration from phenomenological analyze method.

    Result: The participants experienced that the health profile assessment provided a current state to relate to when they are going to start or continue a lifestyle change to a more healthy life. They believed that the wellness intervention is a sign of how the business managers highly value health and that it shows an understanding of the relationship between good employee health and business success. Finally it seems to have been a positive change in how they think about diet, exercise and stress, where it now has a higher value than before

  • 315.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Individuella utvecklingsplaner2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 185-207Chapter in book (Other academic)
  • 316.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Lärarprofessionalitet på glid: Performativ förskjutning av statlig och lärarfacklig utbildningspolicy2010In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 1, p. 18-32Article in journal (Refereed)
    Abstract [en]

    From a classical sociological perspective, the teaching profession has never fulfilled the criteria characteristic of a profession. In the nineteen nineties, however, the Swedish government began for the first time to describe teachers as 'professionals' in articulations of its educational policy. Further, the rhetoric of teachers as 'professionals' is also emphasised in the policy texts drawn up at the time of the teacher education reform in 2001. At the same time one of the teacher unions, 'Lärarförbundet', launched a high profile campaign under the banner 'Teachers lift Sweden´(Lärarna lyfter Sverige) aimed at professionalizing the teaching profession and enhancing the status of the profession.

    This article has its focus on the rhetoric of the 'professional' teacher and adopts a critical policy sociological perspective inspired by Stephen J. Ball (1994, 2007, 2008). My aim has been to study how the teachers, through discursive, naturalizing and normalizing practices, are represented as 'professionals' and, consequently, are disciplined through governmental technologies, including performative technologies (Ball 1994, 2002, 2003, 2007, 2008; Foucault 1977, 1991, 2003). I also make visible the discursive transition to which the professional' teacher is submitted in the policy texts during the time span between 1995 and 2008. The producers of the empirical material are both the Swedish government (government bills and proposals) and policy texts from the largest teacher union in Sweden, 'Lärarförbundet'. Altogether, five governmental and seven policy texts from thethe teacher union are analysed.

  • 317.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    "Same same, but different": En genealogisk studie av den ’goda’ läraren’, den ’goda’ eleven och den ’goda’ skolan i svenska lärarutbildningsreformer 1940-20082010In: EDUCARE, no 1, p. 73-99Article in journal (Refereed)
    Abstract [en]

    Teacher education stands in the face of yet another reform. On December 3rd 2008 the most recent report on the future content and organization of teacher education was presented. This proposal will have substantial consequences for the country’s teacher education institutions. The aim of the current study is, from a discourse theory perspective, to scrutinize the way in which the most recent reform of teacher education – HUT 07 – constructs and positions the ‘good’ teacher, pupil and school in relation to the ‘good’ society, or, put another way, the ideal societal picture which ‘good’ teachers and schools should provide the blueprint for. HUT 07 is studied from a historical, genealogical perspective in an attempt to trace continuity and change in the articulation of policy. The results of the study reveal, amongst other things, a close discursive connection between the rationality of knowledge and the pupil- teacher-subject articulated in HUT 07 and articulations of the same a half century previously. It is not, however, possible to draw absolute similarities between the two reform periods, due to the fact that they are based on opposing rationalities deriving from different societal visions and norms.

     

  • 318.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    School and the 'good education' : enhancing Europe's competitive 2009In: European Educational Research Association conference: ECER 2008, 8-12 september, Göteborg, 2009Conference paper (Other academic)
  • 319.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Skolan och den "goda" utbildningen: för ett konkurrenskraftigt Europa2009In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, no 1, p. 33-58Article in journal (Other academic)
  • 320.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The construction of the ideal pupil: teacher training as a discursive and governing practice2014In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 5, no 4, p. 517-533Article in journal (Refereed)
    Abstract [en]

    In this article Foucault’s theoretical concept of governmentality is used to scrutinise the ways in which the ideal pupil is constructed, governed and positioned in and through teacher training in Sweden. The analysis focuses on the construction of subject positions as well as governing 10 technologies and techniques operating in the shaping of the ‘ideal’ pupil. The result shows how teacher training plays an active role in the construction of the entrepreneurial subject, a discursive subject position that constitutes a solution in Sweden’s aim of being competitive in the international education market.

  • 321.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The shaping of pre-service teachers’ professional knowledge base through assessments2018In: European Journal of Teacher Education, ISSN 0261-9768, E-ISSN 1469-5928, Vol. 41, no 5, p. 604-619Article in journal (Refereed)
    Abstract [en]

    In an age when knowledge has become a competitive aspect in society, teachers and their professional knowledge base have become all the more important, both in terms of policy and practice. This study investigates what sort of content, knowledge, and competencies are included in the examination practice of the Swedish primary teacher education programme, and thereby legitimatized as a primary teacher’s professional knowledge base. The results show that Swedish primary school teachers are primarily trained to work with subject didactics, and focus is placed on being able to plan, carry out, and evaluate teaching in light of descriptive and normative learning theories, as well as current regulatory documents. One possible effect of this strong subject didactic focus is that teachers are not sufficiently trained to critically analyse the conditions that they work under, especially in view of current, global and local policy trends.

  • 322.
    Sjöberg, Lena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The Swedish primary teacher education programme: at the crossroads between two education programme traditions2019In: Education Inquiry, ISSN 2000-4508, E-ISSN 2000-4508, Vol. 10, no 2, p. 116-133Article in journal (Refereed)
    Abstract [en]

    In 2011, new teacher education programmes were introduced in Sweden. This policy case study examines the outcome of the reform, focusing on the pedagogic discourses in the examination practise of the primary teacher education programme, but also on the possible effects of dividing teacher education for primary teachers into two specialisations: for teachers of grades F-3 and 4–6. The point of departure is that the Swedish, and Nordic, teacher education programmes have been shaped by two traditions: the seminar tradition and the academic tradition. The study is based on Bernstein’s theories of pedagogic discourses and how these affect teachers’ professional knowledge base and professional identities. The results show that the primary teacher education above all prepares student teachers for everyday classroom life, but also that the examination practice and the pedagogic discourses differ to some extent between the two specialisations and that the primary teacher education (PTE) students who choose to specialise in grades 4–6 now encounter pedagogic discourses that more resemble an academic tradition than what is encountered by students who choose to specialise in F-3.

  • 323.
    Skaresund, Robert
    University West, Department of Nursing, Health and Culture.
    Work Integrated Learning: crossing Boundaries2010Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Work integrated learning was established at Swedish universities about twenty years ago; and today there are some different attitudes about the purpose of integrating theoretical perspectives to practical experiences, during higher education. For example, there are arguments that students tend to become clients or tools in order to gain regional development if the practical perspectives overcome the possibilities of reflection. Education will in this case only serve to facilitate employment after graduation, rather than to facilitate developmental learning. To understand the relationship between reproductive- and developmental learning, this thesis explores the different kinds of strategies student teachers develop, during their teacher training – to gain the skills and knowledge needed to work as a professional teacher. The focus is how the students respond to the various emerging contradictions, while crossing the boundaries – between the university, and the workplace. The activity theory approach conceptualizes boundary-crossing as a phenomenon based on the idea of horizontal development – which requires the ability to find relevant information wherever it may be available. The implication is that change and development occur as a result of collaboration through mutual boundary objects, and via emerging contradictions between two or more interacting activity systems. The overall design resembles a phenomenological case study performed over a period of approximately six months. The population providing the empirical data consisted of five student teachers, in their first year, attending a teacher training program in Sweden. Data collection where gathered through a three-step design, where exploratory narrative interviews were conducted at three different occasions: (i) after their first period of work placement, (ii) before entering their second period of work placement and (iii) immediately after their second period of work placement. The results indicate that the students’ processes of learning include four distinct learning strategies (questioning, challenging, adjusting and imitating), to transform the information given in various situations. These strategies are consequences of the students´ prior experiences when encountering contradictions during their teacher training program.

  • 324.
    Skaresund, Tommy
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Att vara eller inte (få) vara: Om fritidspedagogers syn på självkänsla2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I fritidspedagogens pedagogiska uppdrag ingår arbetet med att utveckla barns självkänsla som en viktig beståndsdel. Självkänsla är dock ett begrepp med många tolkningsmöjligheter och det kan finnas en risk i att uppdraget uppfattas väldigt godtyckligt och därmed påverka barnens hälsa. Syftet med studien är att forska i fritidspedagogers uppfattningar om begreppet självkänsla. Hur de beskriver sin arbetssituation och sina arbetsmetoder för att stärka barnens självkänsla. Metoden som används för datainsamling är kvalitativt abduktiv och utgörs av kvalitativa halvstrukturerade intervjuer med inspiration av den fenomenografiska ansatsen. Den teoretiska bakgrunden utgår från Marit Johnsons avhandling med en dynamisk definition av inre och yttre självkänsla. Denna visar på ett samspel mellan människans inre emotionella behov och yttre behov av att prestera. Resultatet som består av nio intervjuade fritids-pedagogers uppfattningar om självkänsla analyseras utifrån teoribakgrunden och skolans styrdokument. Av resultatet framkommer ett utfallsrum av sju beskrivningskategorier som utgör informanternas uppfattningar om självkänsla. Arbetsmetoderna redovisas även de i ett avgränsat utfallsrum av fyra beskrivningskategorier. Dessa ställs sedan i relation till varandra för att visa på samband mellan begreppslig uppfattning och praktik. Johnsons dynamiska modell öppnar för tolkningar som belyser problem i pedagogens förhållningsätt till barn med låg inre självkänsla där exempelvis beröm paradoxalt nog kan leda till en förstärkning av barnets negativa självbild. Studien belyser också problematiken för barn som inte passar in i skolans normer och hur fritidspedagogens förhållningssätt påverkar de barnens självkänsla.

  • 325.
    Skyvell Nilsson, Maria
    et al.
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, undergraduate level.
    Pennbrant, Sandra
    University West, Department of Nursing, Health and Culture, Divison of Caring Sciences, postgraduate level.
    Nilsson, Kerstin
    Institute of Health and Care Sciences, Sahlgrenska Academy, University of Gothenburg.
    Samuelsson, Bo
    Institute of Biomedicine, Sahlgrenska Academy, University of Gothenburg.
    Pilhammar, Ewa
    Insitute of Health Care Sciences, Sahlgrenska Academy, University of Gothenburg.
    Attitudes Emphasizing in the Clinical Supervision of Medical Students: An Ethnographic Study in Sweden2012In: Open Medical Education Journal, ISSN 1876-519X, E-ISSN 1876-519X, Vol. 5, p. 5-11Article in journal (Refereed)
    Abstract [en]

    Introduction: Medical student's professional attitudes are expected to be developed in medical school, and particularly during clinical education. In this study we focus on supervision in order to describe the attitudes emphasized in the clinical education of fourth-year medical students taking a surgical course.Methods: An ethnographic approach was applied where observation and interviews were conducted. Nine medical students and twelve supervisors at a teaching hospital in Sweden participated. Field notes were made during observation as well as interviews; these were transcribed and analysed qualitatively.Result: The analysis resulted in six topic areas describing the attitudes emphasized. The medical students were expected to be: 1) Informed and effective decision makers, 2) Sensitive to patients' needs and expectations, 3) Communicative, 4) Authoritative and patriarchal, 5) Adaptable to organizational demands, and 6) Mindful of nurse's knowledge and requests.Conclusions: This study reveals that the attitudes emphasised during supervision are: dualistic and complex to learn, developed by a former generation and influence student learning. Students need support in order to handle the state of tension that exists in the attitudes emphasized. Medical students might experience difficulties in adopting some attitudes belonging to a former generation. There is a need for competence development among supervisors concerning how students may experience the attitudes emphasized in supervision.

  • 326.
    Spante, Maria
    et al.
    University West, Department of Economics and IT, Divison of Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in History among Nordic students: a case study about creating innovative ICT-didactic models2013In: The European Conference on Technology in the Classroom Brighton, UK 2013 The European Conference on Technology in the Classroom Conference Proceedings 2013, Naka Ward, Nagoya, Aichi Japan: The International Academic Forum (IAFOR) , 2013, p. 137-149Conference paper (Refereed)
    Abstract [en]

    The larger Nordic project (GNU) aims at developing innovative cross-border teaching models in different subject domains i.e. math, language, science and social studies/history. This paper provides an in-depth description and analysis of how four social science/history teachers and their 70 students (5th-7th grade) worked together between November 2011 and December 2012. Previous research regarding use of ICT in history education in primary schools is limited (Haydn 2001, Lipscomb 2002) thus calling for contemporary investigations in this particular subject domain. The TPACK model, enhancing the combination of teachers pedagogical, content and technical competence (Koehler & Mishra 2006 and 2009) , was used as analytical framework together with nation specific curriculum and EU recommendations regarding students skills for lifelong learning (Recommendation 2006/962/EC).A range of empirical material was analyzed such as classroom observations, students video productions, texts and photos distributed and shared on a mutual blog, real time interaction (Adobe Connect) and teachers’ communication (e-mail, Google docs, wikis). The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on form and content of the video productions being shared whereas working with the synchronous model the major focus was on content and quality of the communication.Notwithstanding obstacles, cross-border collaboration provided added value. The nation specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations and facilitating goal fulfillment in communication skills and digital competence. However, reaching subjectspecific goals in history persisted challenging.

  • 327.
    Spante, Maria
    et al.
    University West, Department of Economics and Informatics.
    Karlsen, Asgjerd
    Vestfold University College.
    Nortvig, Anne-Mette
    University of Aalborg.
    Christiansen, Rene
    University College Zealand.
    Cross-border collaboration in history among Nordic students: a case study about creating innovative ICT-didactic models2014In: IAFOR Journal of Education, ISSN 2187-0594, Vol. 2, no 2, p. 55-86Article in journal (Refereed)
    Abstract [en]

    Gränsöverskridande Nordisk Undervisning/Utdanelse (GNU, meaning Cross-Border Nordic Education), the larger Nordic project, under which this case study was carried out, aims at developing innovative, cross-border teaching models in different subject domains in elementary school, including mathematics, language, science, social studies and history. This paper provides an in-depth description and analysis of how four social science and history elementary school teachers and their 70 students (5th–7th grades) worked together between November 2011 and December 2012. Previous research regarding the use of information and communication technology (ICT) in history education in elementary schools is limited, thus calling for contemporary investigations in this particular subject domain.The Technological Pedagogical Content Knowledge (TPACK) model, enhancing the combination of teachers’ pedagogical, content and technical competence, was used as the analytical framework, together with nation-specific curricula and the European Union’s recommendations regarding students’ skills for lifelong learning. A range of empirical materials was analyzed, such as classroom observations, students’ video productions, texts and photos distributed and shared on a mutual blog, real-time interaction and teachers’ communication. The teachers tried out two ICT didactic models. In the asynchronous model, the major focus was on the form and content of the video productions being shared, whereas work with the synchronous model concentrated on the content and quality of the communication. Notwithstanding obstacles, cross-border collaboration provided added value. The nation-specific differences triggered curiosity and motivation to produce digital presentations of history content to be understood by the students in the three nations, facilitating goal fulfillment in communication skills and digital competence. However, achieving subject-specific goals in history remained challenging. 

  • 328.
    Staläng, Susanne
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Uddén, Katrina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Hållbart ledarskap för chefer, är det möjligt i dagens arbetsliv?2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Purpose: The purpose of this study is to examine how managers are experiencing their working conditions. Is sustainable leadership possible, or are demands and challenges so great as to create an unhealthy working situation?

    Theory: The managers experiences are analyzed with the following theories: Leader-member exchange theory, system theory and transformative theory.

    Method: We interviewed a total of 13 managers, who are all employed in the municipality and have a focus on the social service and elderly care in the Västra Götalands region of Sweden.

    Result: This study shows that sustainable leadership is possible. The managers develop work strategies based on their experiences and knowledge. They are driven by the need and will power to influence and to develop a healthy work environment. Further, it is important for the managers to have good relationships with their coworkers. This is one of our study's three themes, "to lead in/ with relationship". The other two themes are "motivations" and "experience creates learning".

  • 329.
    Sunnemark, Fredrik
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Arbetsintegrerat lärande och tvärvetenskap2010In: Lärande i och för det nya arbetslivet / [ed] Lagrosen,Stefan, Lundh Snis, Ulrika & Nehls, Eddy, Lund: Studentlitteratur , 2010, 1. uppl., p. 255-274Chapter in book (Other academic)
  • 330.
    Svenn, Mikael
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    Kränkningar vid utåtagerande situationer: En studie för personal i gruppboenden som arbetar med personer med funktionsnedsättningar2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 331.
    Theliander, Jan
    et al.
    University West, Department of Social and Behavioural Studies.
    Grundén, KerstinUniversity West, Department of Economics and IT, Division of Computer Science and Informatics.Mårdén, BjörnUniversity West, Department of Social and Behavioural Studies.Thång, Per-OlofUniversity West, Department of Social and Behavioural Studies. Göteborgs universitet.
    Arbetsintegrerat lärande2004Collection (editor) (Other academic)
  • 332.
    Thorsen, Cecilia
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Dimensions of Norm-Referenced Compulsory School Grades and their Relative Importance for the Prediction of Upper Secondary School Grades2014In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170, Vol. 58, no 2, p. 127-146Article in journal (Refereed)
    Abstract [en]

    Irrespective of the grading system, grades are the most valid instrument for predicting educational success. Previous studies have shown that criterion-referenced compulsory school grades are multidimensional, reflecting subject-specific dimensions and a common grade dimension, both of which contribute to the predictive validity of grades. This suggests that in addition to knowledge and skills, grades reflect other aspects which might have importance for the prediction of educational success. The purpose of this study was to investigate, using structured equation modeling, whether norm-referenced compulsory school grades display similar patterns of dimensionality and predictive validity to criterion-referenced grades. Possible differences due to gender and parents’ education were considered. Participants were 3855 students born in 1972. The results showed that norm-referenced grades are multidimensional, and that both the subject-specific and common grade dimensions contribute to predicting educational success. In the common grade dimension, girls and students with higher educational backgrounds were favored.

  • 333.
    Thorsen, Cecilia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Cliffordson, Christina
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Teachers' Grading Assignment and the Predictive Validity of Norm-Referenced Grades2011In: The European Conference on Educational Research (ECER), Berlin, 12-16 September 2011: Urban Education, 2011Conference paper (Refereed)
  • 334.
    Thorsen, Cecilia
    et al.
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Division of Health and Culture.
    The Importance of cognitive and non-cognitive factors for the predictive validity of grades.2010In: Education and Cultural Change 2010, 23 August - 27 August, Helsinki, Finland, 2010Conference paper (Refereed)
  • 335.
    Thorsen, Cecilia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Cliffordson, Christina
    University West, Department of Health Sciences, Section for health promotion and care sciences.
    Gustafsson, Jan-Eric
    Göteborgs Universitet.
    Effects of Gf and Gc on the development of knowledge and skills2013In: The 15th Biennial Conference, European Association for Research and Learning and Instruction (EARLI), Munich, 27-31 August, 2013: Book of Abstracts, 2013, p. 968-969Conference paper (Refereed)
    Abstract [en]

    The Investment theory (Cattell, 1987) states that learning in different fields is dependent on a general ability to reason in novel situations (Gf), and that development of knowledge and skill therefore is influenced by Gf, among other things. The Encapsulation theory (Gustafsson & Carlstedt,2006) makes the inference that Gf is encapsulated in measures of General Crystallized intelligence(Gc) and that information about Gf therefore does not add to prediction of further learning. The purpose of the present study was to investigate the effects of Gf and Gc on knowledge acquisition indifferent subjects in school. In all 9002 individuals from the Evaluation Through Follow-up longitudinal database were included. A path model was fitted to measures of Gf and Gc. Results showed that Gf had influence on measures of early and late Gc. However, there were no additional effects of Gf on subject grades, which was interpreted as providing partial support for the Encapsulation theory.

  • 336.
    Thorsen, Cecilia
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Gustafsson, Jan-Eric
    University of Gothenburg.
    Cliffordson, Christina
    University West, Department of Nursing, Health and Culture, Divison for Health, Culture and Educational Sciences.
    The influence of fluid and crystallized intelligence on the development of knowledge and skills2014In: British Journal of Educational Psychology, ISSN 0007-0998, E-ISSN 2044-8279, Vol. 84, no 4, p. 556-570Article in journal (Refereed)
    Abstract [en]

    Background Cattell’s Gf–Gc distinction is quite generally recognized. However, the developmental part of the Gf–Gc theory of intelligence has not gained the same recognition. Results are inconsistent, but recent discussions emphasize the importance of homogeneity of samples with regard to education and language when investigating the developmental Investment theory. Aims The aim of this study was to investigate the influence of Gf and Gc on the development of knowledge and skills in a sample of children in compulsory school who are homogenous with regard to level of education, age, and cultural background. Sample Totally, 9,002 individuals from the evaluation through follow-up database born in 1972 and who left compulsory school in 1988 were included. These individuals were followed up in Grades 3, 6, and 9. Methods Structural equation modelling was used, and autoregressive path models were fitted. All modelling was performed using Mplus version 6.1. Results In the first step, a path model with a simplex structure was defined. However, a second model with direct relations of Gf on Gc in Grades 6 and 9 had better model fit, suggesting a continuous influence of Gf on Gc. However, no direct influence of Gf was found for the subject grades. Conclusion Due to the continuous influence of Gf on the measures of Gc throughout compulsory school, support for Cattell’s (1987) Investment theory was found.

  • 337.
    Tynkkinen, Mona
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Samspel och (sam)tal för (gem)ensamt lärande: En diskursanalys av hur lärarstudenter konstruerar undervisning och lärarkunskap under examination2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: The organization of teacher education and practicum is constantly under scrutiny in both policy documents and in research, often in connection to correlating debates regarding theory and practice. However, how pre-service teachers construe teaching and (teacher-) knowledge ought to be scrutinized before entering a discussion about the fundamental principles of teacher education.

    Aims: The aim of the study is to clarify how pre-service teachers construe teaching and teacher knowledge during an examination that includes: Teaching in an authentic learning environment (a class of pupils), feedback from a class teacher and a subsequent reflection seminar based on video recordings of the students' teaching and the teacher response.

    Method: A group of four pre-service teachers' verbal and non-verbal communication is examined using discourse analysis. The empirical data for this study is collected from a development project within subject teacher education, during autumn 2016. The results of descriptive and genealogical analysis phases are presented with Communities of Practice (CoP) as a theoretical figuration.

    Results: The discourse analysis reveals that pre-service teachers construe teaching that correlates with established practices based on their own experiences. What is construed as teacher knowledge is also conditioned by other members in a group. Pre-service teachers in the current exam move between what could be described as three different Communities of Practices: class-as-CoP; teachers-as-CoP as well as pre-service teachers-as-CoP. Each CoP has its own rationalities that the pre-service teacher needs to take into consideration; the rationalities concern the conditions for reification and participation in each CoP during examination. The positions that pre-service teachers manage to negotiate and maintain, governs what can be said/done in each CoP and by whom.

    Conclusion: In addition to the formal education, teacher education consists of two parallel and informal education programs that can be described as intra- and interpersonal discourses. The study shows that pre-service teachers need to make considerations regarding these concurrent programs and that the discourses govern how pre-service teachers construe teaching and teacher knowledge during examination. Therefore, pre-service teachers need to be made aware of consequences related to choices within intrapersonal discourses, i.e. the different roles available, and to interpersonal discourses, i.e. how the chosen role affects one´s encounter with other members within a CoP.Keywords: communities of practice,

  • 338.
    Vervoort, Inge
    et al.
    Thomas More Geel, Belgium.
    Dekelver, Jan
    Thomas More Geel, Belgium.
    Johansson, Kristina
    University West, Department of Social and Behavioural Studies, Psychology and organization studies.
    Niemi, Mariella
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Shabalina, O.
    Volgograd State Technical University Volgograd, Russia.
    The development and implementation of an educational model for Community Service Engineering: Work Integrated Learning and international interaction2016In: Engineering 4 Society 2016 Raising awareness for the societal role of engineering. Leuven, Belgium 15 - 16 September 2016: Proceedings, Leuven, 2016, p. 79-85Conference paper (Refereed)
    Abstract [en]

    This paper describes the educational model four partner countries have developed in the context of Community Service Engineering (CSE). CSE is a project co-funded by the European Commission within the Lifelong Learning Programme 2013-2016.All participating institutions start from real-life project work with technology students (EQF level 6 or 7). All partners underpin this project work with a taught programme and the mentoring of the students. All students create an online portfolio in which they illustrate both the process and the final result of their project. (International) interaction is stimulated in the project based course work in various stages and for various reasons. International interaction is also facilitated via the taught programme to touch hot topics and compare between country contexts.The paper sums up the four building blocks which form the educational model and are the stepping-stones to move forward the real-life project work and allow for (international) interaction with students and other stakeholders. In the next paragraphs the paper identifies the prerequisites,process and outcomes that made collaboration for Community Service Engineering possible on the level of institutions, teachers/professors and students. Here we also touch the importance of networking with partners in the field in the various countries. The CSE curriculum also offers new opportunities and perspectives for them. In the last two paragraphs the paper pays detailed attention to the role of the teacher/professor and the future plans partners have for the CSE curriculum. Here the concept of ally partners will be explained and a call to join the consortium will be launched.

  • 339.
    Vesterlind, Marie
    University West, Department of Social and Behavioural Studies, Division of Social Pedagogy and Sociology.
    Knowing at work: A study of professional knowledge in integration work directed to newly arrived immigrants2016Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Currently, new knowledge domains and professions emerge as a consequence of societal changes that transform that conditions for work and work integrated learning. Integration work directed to newly arrived immigrants is one example of such a new professional knowledge domain. In civic orientation, which is the empirical case in this study, quality, standardization and dialogue are explicit strategies that impact the planning, organization and decision-making in everyday work. The interest in this thesis concerns the professional knowledge that is developed in activities aiming to provide heterogeneous groups of immigrants an orientation in the Swedish society. By making activity systems the prime unit ofanalysis and scrutinizing the ways in which integration workers make use of a stipulated course material and interactions in a specific context, the aim is to contribute to the understanding of the pedagogical and communicative knowledge that is developed in practice. The analytical approach takes its point of departure in a socio-cultural perspective on workplace studies. Three separate studies have been carried out in which the empirical data consist of observations,interviews, video recordings, field notes and documents from various integration offices.The results show that different perspectives on knowledge and culture becomes relevant in local discourses on quality in integration work. What distinguishes the integration workers professional knowledge concern seeing and understanding the heterogeneity of immigrants' cultural backgrounds and bridging boundaries.Culture function as an organizing element in work that makes it possible to make distinctions and organize a contextually relevant content that can be elaborated together with the members in the groups. Such work imply transformation of procedures and it is shown that the integration workers develop their knowledge from specific situations to understand the significance of textually mediate dimeanings in other situations. Knowledge is developed as the integration workers move between different situations and activities. It is concluded that the meaning-making involved in bridging between different cultural contexts relies on extensive knowledge in and about the recognition of the other and of interactions based on equal grounds. Negotiating agreements with the members of the groups about how common possibilities and responsibilities can be understood is central for respecting heterogeneity in the process and is at the core of the integration workers professional knowledge. Considering the future development of integration work, cumulative structures are needed that recognize and support the development of the integration workers professional knowledge within as well as between organizations and other related fields of practice and in relation to higher education.

  • 340.
    Vikström, Isabelle
    University West, Department of Social and Behavioural Studies, Division of Social Work and Social Pedagogy.
    "Okej det låter jättebra, jag ska gå mer": En kvalitativ studie om skolfrånvarande ungdomars upplevelser av sin skolgång och strategier för att hantera den.2017Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Tidigare forskning om skolfrånvaro har till stor del behandlat fenomenet ur medicinskt och psykologiskt perspektiv, men studier ur såväl socialt, rättsligt som pedagogisk perspektiv förekommer också. Syftet med den här studien var att undersöka ungdomars erfarenheter av skolfrånvaro och de aktiva handlingar som bidrar till att skolfrånvaro uppkommer och vidmakthålls. Studien är kvalitativ med socialkonstruktivistisk utgångspunkt. Grounded theory användes för produktion och analys av data. Sju semi-strukturerade intervjuer genomfördes med ungdomar/unga vuxna med tidigare erfarenheter av skolfrånvaro. Data analyserades utifrån socialkonstruktivistisk teori samt relationell pedagogik. Resultatet visade att deltagarna i studien hade långvariga upplevelser av skolmisslyckanden och vantrivsel i skolan. De upplevde sig osynliggjorda av vuxna i skolan och flera hade också en besvärlig hemsituation. Ungdomarna beskrev sig ha haft små möjligheter att kunna påverka sin situation. Vidare visade resultatet att ungdomarna använde olika slags strategier för att kunna hantera sin situation, exempelvis sätt att undvika en negativ skolsituation, hantera föräldrars försök att få iväg dem till skolan eller få makt över sig själv och andra. De ungdomar som återfått en fungerande skolgång betonade vikten av stöd från vuxna som såg och bekräftade dem, och fungerande relationer med jämnåriga.

  • 341.
    von Brömssen, Kerstin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Identiteters konfigurationer: Från att "vara" till att "bli till"2016In: Interkulturella perspektiv: pedagogik i mångkulturella lärandemiljöer / [ed] Lorentz, Hans & Bergstedt, Bosse, Lund: Studentlitteratur AB, 2016, 2. uppl., p. 53-71Chapter in book (Other academic)
  • 342.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Kittelmann Flensner, Karin
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Korp, Helena
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Migrating Newcomers' in the Swedish Educational System - What's the Politics in that?: KAN-projektet: Kartläggning av nyanlända elevers utbildningssituation och övergångar i grundskolan.2017Conference paper (Refereed)
    Abstract [en]

    The Swedish Parliament and the Government draw up the overall national goals regarding the educational system. Education in Sweden has had a strong element of redistribution in the systems and thus high taxes, which was developed after the Second World War, but had ideological roots in the labor movement back from the late 1800s. One example of the welfare model is that Sweden offers free education from age 6 to 19 and also free school lunches. However, over the last twenty years the welfare model has changed due to globalization and an increase in international financial competition. The Swedish school system's organization and capacity is currently challenged as many newly arrived children and youth arrive in the country. Thus, pressing questions among others are: How are newly arrived children included and integrated into the Swedish school system? What are these childrens’ rights and possibilities of getting an equal education in comparison to Swedish-born children and youth? In documents form the Swedish National Agency for Education it is stated that the top priority is to include all newly arrived pupils into ordinary education as soon as possible, which is in line with a strong discourse of inclusion in the Swedish educational system.  This paper will discuss newcoming and asylum seeking childrens’ and youths’ rights and obligations in the Swedish school system, as well as political tensions in the system expressed by local representatives working within the Swedish educational system. The data come from document studies and interviews in the project, “Mapping of the Newcomers' Reception and Educational Situation, and their Transitions in the Swedish School System” (KAN) located at University West, Sweden.

     

  • 343.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. University of Gothenburg.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    In different worlds: religious discourses in students' space2014In: ISREV Session XIX (International Seminar on Religious Education and Values), York, UK, 27/7-1/8, 2014, 2014Conference paper (Other academic)
  • 344.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages. Karlstad University,, Department of Literature, History of Ideas and Religion, Sweden.
    Risenfors, Signild
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    The 'Immigrant Corner': place for identification and resistance2014In: European Educational Research Journal (online), ISSN 1474-9041, E-ISSN 1474-9041, Vol. 13, no 6, p. 632-645Article in journal (Refereed)
    Abstract [en]

    This article shows how young people in a Swedish upper-secondary school negotiate identities through social relations in a particular part of a school corridor that they call the 'immigrant corner'. This place offers subject positions determined by ethnicity, but the young people also legitimise various forms of intersections of gender, class and generation. However, the 'immigrant corner' is not only a place where identifications are performed, it is also a place that gives rise to discussions and challenges of the school's official integration policy. Thus, the place affects those who usually sit there as well as those who do not, and is therefore important for discussions on integration issues on a local, national, European and global level. The theoretical components of this article concern spatial theories according to the concepts of place and space. With regard to place and space, the article outlines and applies the young people's identity formations, as well as their discussions about integration issues with help from the concept of power geometry - that is, networks of social/power relations.

  • 345.
    von Brömssen, Kerstin
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Risenfors, SignildUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.Sjöberg, LenaUniversity West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Samhälle, genus och pedagogik: utbildningsvetenskapliga perspektiv : vänbok till Inga Wernersson2018Collection (editor) (Other academic)
    Abstract [sv]

    Detta är en vänbok till professor Inga Wernersson, Institutionen för Individ och Samhälle på Högskolan Väst.

  • 346.
    Wennström, Jennifer
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    Nord Nilsson, Alina
    University West, Department of Social and Behavioural Studies, Division of Psychology, Pedagogy and Sociology.
    "Jag är kär i mitt hus": en kvalitativ studie om hur enhetschefer inom vården upplever stress och psykiska påfrestningar2019Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this study is to find out how female unit managers in healthcare perceive that the daily stress and strains affects the quality of their work and how this affects their perceived mental wellbeing. The study is based on semi-structured interviews of six female informants who are active in healthcare. The result from this study showed that work related stress is a consequence of encumbering work conditions. There are first and foremost two circumstances that can lead to work related stress, high workload and social interaction at work. Another contributing factor may be an improper balance between requirements and resources in the workplace, as Karasek and Theorell describes in their demand- control support- model (Arbetsmiljöverket, 2017).

  • 347.
    Wernersson, Inga
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Från könsroller till konstruktion av identitet: ett pedagogisktforskningsfält genom fyra decennier2013In: Differentieringens janusansikte: En antologi från Institutionen för pedagogikoch specialpedagogik vid Göteborgs universitet / [ed] Wernersson, Inga & Gerrbo, Ingemar, Göteborg: Acta Universitatis Gothoburgensis, 2013, p. 149-187Chapter in book (Other academic)
  • 348.
    Wernersson, Inga
    et al.
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Hansen Orwehag, Monica
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Scholarly skills as everyday practice: implications for education2016In: Higher Education, Skills and Work-based Learning, ISSN 2042-3896, E-ISSN 2042-390X, Vol. 6, no 3, p. 224-236Article in journal (Refereed)
    Abstract [en]

    Purpose - The purpose of this paper is to understand how teachers, nurses and engineers view the use of scholarly skills, such as research and critical thinking, in occupational practice and what implications this understanding may have for (especially) teacher education. Design/methodology/approach - Engineers, nurses and teachers who had worked for at least one year after their education was interviewed (telephone interviews). Four interviews from each category were made in this exploratory study. Findings - Few of the interviewees spontaneously connect their research methods training or other elements of scientific thinking in their education to everyday work practice, but all give examples of systematic, reflective and critical elements as features present in the occupational context. Almost all also view the final thesis work done in their respective programmes as a gratifying experience. Further, they describe the freedom and independence they have in their choice of research question and form of work as appealing and encouraging. Research limitations/implications - The study is exploratory and the results should be used to develop ideas about how to improve scholarly/scientific training in profession-oriented higher education programmes. Practical implications - This paper explore ways to understand and further develop the teaching of scholarly/scientific attitudes and ways of thinking in profession-oriented university programmes. Social implications - Scholarly skills such as critical thinking, analytical skills and awareness of different perspectives are important in all professions. How to design education to optimize such skills is important for people and society. Originality/value - The value of the study is that it is a try to use experiences from different fields to improve the generic scholarly aspects of professional education (especially teacher education).

  • 349.
    Wicke, Kurt
    University West, Department of Social and Behavioural Studies, Division for Educational Science and Languages.
    Läroboken, verkligheten och ideologin2011In: Läraryrket: ett mångfacetterat uppdrag / [ed] Henry, Alastair, Gurdal, Sevtap, Asplund Carlsson, Maj, Lund: Studentlitteratur , 2011, 1, p. 153-166Chapter in book (Other academic)
  • 350.
    Widén, Stephen E.
    et al.
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Bohlin, Margareta
    University West, Department of Social and Behavioural Studies, Division of Psychology and Organisation Studies.
    Fusk och plagiat vid högskolan2007Report (Other academic)
    Abstract [sv]

    Denna rapport genomfördes inom ramen för högskolepedagogisk utbildning. Studien syftade till att undersöka studenters och lärares bedömning av fusk/plagiat och sätta detta i relation till tentamensformer. Ytterligare ett syfte var att beskriva studenters och lärares åsikter om vad som är fusk och vad eventuella skillnader mellan lärares och studenters åsikter kan bero på. Studien genomfördes som en enkätstudie bland lärare och studenter. Deltagarna ombads att bedöma sex olika vinjetter ifråga om grad av fusk samt om personen i vinjetten handlade omoraliskt eller moraliskt riktigt. Resultatet visade att examinationsformer som ur pedagogisk synvinkel underlättar eget reflekterande och lärande också är de former där studenterna anser att det är lättast att fuska. Både lärare och studenter bedömde fuskvinjetterna relativt likartat, däremot skiljde de sig något ifråga om den moraliska bedömningen av vinjetterna, där lärare ansåg att vissa beteenden var mer omoraliska jämfört med studenterna. Det fanns en osäkerhet både bland studenter och lärare ifråga om var gränsen för fusk och plagiat går. En del lärare ansåg att det var svårt att bedöma något som fusk såvida inte hänsyn togs till eventuella förklaringar och förmildrande omständigheter kring enskilda fall. Om det råder en stor osäkerhet om vad som är fusk, finns det en risk att definitionen av fusk landar i enskilda personers moraliska uppfattningar som inte nödvändigtvis baseras på kunskaper om rådande regler.

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